Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice

Abstract

A developmentally appropriate learning environment provides learning experiences that support whole child development as young children are provided with opportunities to engage in meaningful experiences that promote inquiry, exploration, problem solving, and discovery. The intent of developmentally appropriate practice (DAP) is shifting the K–12 pushdown curriculum in early childhood education (ECE) to a child-centered approach to learning. Qualification in fields unrelated to ECE might result in a lack of knowledge about child growth and development and in childcare centers functioning like K–12 programs. The purpose of this qualitative explanatory multi-case study was to examine toddler and preschool teachers’ beliefs and perceptions about the use of DAP within toddler and preschool classrooms. Data were collected from a purposeful sample of 16 teachers on their beliefs and perceptions about classroom practices and the forces that shape such practices in toddler and preschool classrooms. Findings suggest that a disturbing amount of toddler and preschool teachers endorsed a K–12 pushdown curriculum with the belief that young children should be able to sit and complete worksheets.